II.ii Balcony Text-Dependent Questions
1. (II.ii. 1) Why would Romeo say these words? What do these words mean?
2. (II.ii.2-28) What extended metaphor (conceit) does Romeo use to describe Juliet?
3.(II.ii.35-38) What two courses of action does Juliet contemplate? What insight does Juliet come to over the course of her speech?
4. (II.ii.38-49) Rewrite the line “that which we call a rose / By any other name would smell as sweet” using different senses (“that which we call . . . would taste/look/sound . . .”).
5. (II.ii.62-74) The height and difficulty of the orchard wall is cited by Juliet as one obstacle Romeo had to overcome to find her. What is the more worrisome concern she raises? What is Romeo’s reply?
6. (II.ii.91-107) Juliet asks Romeo if he loves her, but then goes on to qualify her question. What rejoinders does she add to it, and how does she reveal her own state of mind in doing so?
7. (II.ii.108-115) Why does Juliet reject Romeo, swearing that he loves her “by yonder blessed moon”? How is the issue of Romeo pledging his love ultimately resolved in these lines?
8. (II.ii.118-124) Ask students to translate these lines from Juliet into their own words, carefully considering sentence structure as they do so.
Act 2, scene 2 The Balcony Scene!
End of Act 1 The Masquerade!
Romeo and Juliet meet! Love at first sight! Love sonnets flying! Juliet-light (Rosaline-the dark!) Idolizing, Idealizing, Infatuation!! Romeo--get a life!
Juliet, the Nurse, and her mom chat about Count Paris...Judge a book by it's cover!
Reread Act 1, scene 1, line 206-209 (Romeo to Benvolio)
1. Why will Rosaline “not be hit with cupid’s arrows”? (I.i.206-207)
2. What is the relationship between Romeo and Rosaline?
Quick Write #1: Do Romeo and Rosaline feel the same way about their relationship? Be sure to use evidence from the text to support your answer.
Quick Write #2: What can you infer about Romeo from the way that he describes Rosaline? Consider both form (how Romeo speaks) and content (what he says). Cite specific evidence from the text to support your response.
4. Now that you've taken a closer look at lines 209-212, dig deeper. Can you find other evidence in the text to support the claim you made in your Quick Write?
5. What is Romeo’s courtship of Rosaline compared to? Cite evidence from the text to support your answer.
6. What do these comparisons reveal about how Romeo understand himself? What do they reveal about how he understands Rosaline?
7. How does Romeo’s speech compare to Benvolio’s? Hint: consider diction (word choice), pacing, and structure.
8. What can the difference you identified with your partner reveal about these two characters?
9. Look carefully back through the entire excerpt. What does Romeo use repeatedly? Underline them.
10. Why do you think Romeo is pursuing Rosaline? What words or lines in the text make you think so?
11. What is Benvolio’s advice to Romeo? What does this suggest about his attitude towards Romeo’s infatuation with Rosaline?
Let the play begin!
Are you a Petrarchan lover? Do you pine away, swoon, and melt at the sight of your lady, who can kill you with a look? A Petrarchan lover is melodramatic, self-consciously suffering, and has given himself up to the power of his mistress. At the start of Romeo and Juliet, this is the character type that Shakespeare is making fun of when Romeo is drooping all over the stage for the great love of his life... Rosaline. Rosaline? What about Juliet?
Who is Petrarch? Francisco Petrarch (1304-1374) was a hero to English poets in the period before Shakespeare lived. After leaving his profession as a priest, he was in the church on Good Friday: It was a beautiful spring day, and he was twenty three. In church, he saw a seventeen-year-old girl named Laura. It was love at first sight! Although she was already married to an older man and refused Petrarch because of that, did that stop his love? Absolutely not.
The Petrarchan Lover:
Suffers from unrequited love (friend-zoned!!)—the love is not returned or reciprocated, loves from afar. Often the object of love doesn’t even know someone is pining for her.
Idealizes—falls in love with an ideal, a vision of perfection, rather than a human being with strengths AND weakness. Falls in love with an idea—an idea of a person, the idea of love.
Idolizes—Turns the lover into an idol, an object of worship. Puts the lover on a pedestal (she’s high above/he’s a lowly peon), worships her from afar, compares her to a goddess or something holy.
This is not truly love. This is infatuation.
We went through 6 different "versions" of the prologue (which happened to also be a Shakespearean Sonnet) and practiced making sense of the language. We also paraphrased its meaning.
We read "Dramatic Terms" in our textbook and went over:
We also discussed "star cross'd lovers" and read the "Then and Now" article that compared Romeo & Juliet to Edward & Bella. Interesting debate...
Understanding Shakespeare's Language!
As the class begins, work in pairs and write a silent conversation. One student writes the first line of dialogue and passes the paper to the partner who continues the conversation. So it might be something like this: (Each person needs to record the conversation in their iNotes and skip lines.)
•What do you want to do after school?
·I don't know. Do you want to come to my house?
·OK. Can we play with your PlayStation?
·Sure, what game do you want to play?
·Wait! Actually we should do our homework first, then play a game.
THEE & THOU (Pronouns)
·"I, Martin take thee, Jane, as my lawful wife.”
·"I, Jane, take thee, Martin, as my lawful husband."
2nd Person Familiar Pronouns
Thou - Subject: "Thou art my brother."
Thee - Object: "Come, let me clutch thee."
Thy - Possessive Adjective: "What is thy name?"
Thine - Possessive Noun: "To thine own self be true."
Ye - Subject: "Ye shall know me.“ (Tu form)
Elizabethan language, though considered Early Modern English, still retained some verb inflections.
2ND PERSON FAMILIAR: Adds the ending -est, -'st, or -st
Example: thou givest, thou sing'st
SOME IRREGULAR VERBS IN 2ND PERSON
Present: you are have will can shall do
Present: thou art hast wilt canst shalt dost
Past: thou wast hadst wouldst couldst shouldst didst
·"Thou liest, malignant thing.“
·"What didst thou see?“
·"Why canst thou not see the difference?“
·Add to your discussion…
Inverted Sentences (Yoda Language)
Typically, standard English sentences follow a subject-verb-object order.
For example, we would say, "Han Solo digs Princess Leia."
"Han Solo" is the subject, "digs" is the verb, and "Princess Leia" is the object.
Princess Leia Han Solo digs.
Class game activity!! Put Shakespeare's quotes in the correct order!
Add to your discussion…
Using Handout 1, "80 Troublesome Words," have students rework their silent conversations once more, this time adding as many of these words as possible.
Finally, repeat the previous exercise using Handout 2, "125 Odd Words." Once again, ask some groups to perform their conversation out loud.
Choose some victims! "An Insulting Conversation," they will read a series of insulting lines, and savor the sound of those words.
Sonnets and TP-CASTT
Notes on TPCASTT for iNote
TITLE: Consider the title and make a prediction about what the poem is about.
PARAPHRASE: Translate the poem line by line into your own words on a literal level. Look for complete thoughts (sentences may be inverted) and look up unfamiliar words.
CONNOTATION: Examine the poem for meaning beyond the literal. Look for figurative language, imagery, and sound elements.
ATTITUDE/TONE: Notice the speaker’s tone and attitude. Humor? Sarcasm? Awe?
SHIFTS: Note any shifts or changes in speaker or attitude. Look for key words, time change, and punctuation.
TITLE: Examine the title again, this time on an interpretive level.
THEME: Briefly state in your own words what the poem is about (subject), then what the poet is saying about the subject (theme).
Intro to Sonnets...
Crouching Tiger/Flyswatter Game